Politics and publishing in a democratic society: Technical breakthroughs and research agendas     

Irving Louis Horowitz  Mary E. Curtis 《Publishing Research Quarterly》1994,10(3):22-30

Publishing flourishes best in a democratic society. Technological changes alter the relationship of forces so that opportunities for publishing expand. A broader range of information channels, for example, increases choice and makes authoritarian rule more difficult. Publishing also enhances democracy when decisions are made on the basis of merit rather than top-down legislation. Research should reflect awareness of the interaction of publishing and politics. Such areas as the relationship between public and private sectors, the impact of internationalization, non-U.S. ownership of information, mergers and acquisitions, and conflict between the First Amendment and copyright law, are examples of areas in which democratic outcomes are critical. Decision making in publishing would benefit from heightened awareness of the political consequences of publishers’ activities. Irving Louis Horowithz is the author ofCommunicating Ideas: The Politics of Publishing Mary E. Curtis has written widely on subjects of concern to professional publishing.  相似文献   

Democratic education and a democratic society: Philosophical perspectives explored     

Irving J. Spitzberg Jr 《Higher Education》1988,17(4):447-457

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Validation of the diagnostic tool for assessing Tertiary students’ readiness for online learning     

Hitendra Pillay  Kym Irving  Megan Tones 《高等教育研究与发展》2007,26(2):217-234

Increasing numbers of educational institutions are adopting an online approach to teaching and learning; however, little regard has been given to the prerequisite personal and technical qualities required for academic achievement and satisfaction within this environment. In recognition of this, researchers have been exploring the design, development and testing of diagnostic tools to assess student readiness for online learning. This study builds on previous work by the authors to further validate their diagnostic tool for assessing Tertiary students’ readiness for online learning (TSROL) which has four subscales: ‘Technical skills’, ‘Computer self‐efficacy’, ‘Learner preferences’ and ‘Attitudes towards computers’. Factor and reliability analyses revealed that Technical skills and Computer self‐efficacy possessed good reliability and validity, and ‘Attitudes towards computers’ fair reliability and validity. However, ‘Learner preferences’ required revision as it possessed poor reliability and validity. Analysing the demographic data revealed that older students had lower Technical Skills and computer self‐efficacy than younger students. The TSROL can be improved by adopting a more multidimensional interpretation of the Learning preferences and Attitudes towards computers subscales.  相似文献   

Cognitive style: Implications for learning and instruction     

Richard H. Coop  Irving E. Sigel 《Psychology in the schools》1971,8(2):152-161

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